摘要
本调查以北京某大学100名学生为被试,采取问卷和访谈形式,对他们的英语词汇学习策略进行了调查。问卷包括17个发现策略和35个巩固记忆策略。被试在问卷上表明是否用过每个策略,是否认为每个策略有助于词汇学习。23名接受访谈的被试还要列举出两个最没有帮助的策略并做出解释。
This paper presents findings from a survey which explored the vocabulary learning strategies of Chinese EFL students.A total of 100 students at a university in Beijing participated in this study.The instrument was a questionnaire that consisted of 17 discovery strategies and 35 consolidation strategies.The students were asked to indicate if they had used each strategy and thought it was helpful.In addition,23 of the students were interviewed.They named two least helpful strategies and accounted for their selection. One major finding from this study is that instead of using only strategies that involved mechanical means or repetition,the Chinese EFL students also used many deeper strategies.Another finding is that social strategies,those that require interactions between them and others,were among the less used or even the least used ones.Third,while these Chinese EFL students were not satisfied with many of the strategies they most frequently used,they had not used or even had no knowledge of many strategies they considered helpful.Finally,the results, especially the interview data,point to the connections between preferred learning strategies and social-cultural upbringing. This paper concludes with a number of pedagogical suggestions for the teaching of vocabulary and vocabulary strategy training.
